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Hair is a ubiquitous and robust mammalian tissue with biological, clinical, forensic, social, and economic significance. The hair shaft proteome reflects both structural proteins, dominated by cuticular intermediate filament keratins and associated proteins, and proteins involved in the final cellular processes of terminally differentiating corneocytes prior to cornification. These distinct biological processes involve cell maintenance, biosynthesis, senescence, and xenobiotic response. Because growth occurs rapidly and predictably, there is also temporal organization. The hair shaft proteome also contains genetic and phylogenetic information in the amino acid sequence. Chemically the shaft is highly robust, the result of a highly structured protein matrix with abundant isopeptide and disulfide intermolecular bonds. Sample processing is therefore a challenge that requires robust chemistries but also minimizes the introduction of additional chemical modifications. This protocol depends on the combination of sodium dodecanoate and high levels of reductant to denature the matrix. The result is a proteome that is both readily accessible and can provide biological information to geneticists, developmental biologists, toxicologists, human and wildlife forensic scientists, scientists in the cosmetics industry, and wildlife ecologists.

Rising child welfare costs and a desire to keep kids out of the system have encouraged the use of kinship care--of which custodial grandparents make up the majority of caregivers. Unfortunately, custodial grandparents report greater needs for social and emotional support to successfully care for their grandchildren. Yet, the resources required to provide preventive social-emotional support to these families are unknown. In the wake of the Family First Act and other policy actions to expand preventive services, we undertake a cost analysis of the social intelligence training (SIT) within a randomized controlled trial spanning 48 states of the United States of America. Estimated implementation costs were $90,638 (CI $45,254-186,998) which equated to $255 (CI $127-526) per participant. This dual-generation online approach offers key lessons into not only how to resource social-emotional learning (SEL) prevention for custodial grandparents--but also sheds light on how we might provide universal supports to this population. Child welfare system costs have risen to over $33 billion dollars a year--with nearly half of all spending being the result of out-of-home placement (Rosinsky et al., 2021) Child Welfare Financing SFY 2018: A survey of federal, state, and local expenditures. https://www.childtrends.org/wp-content/uploads/2021/05/ChildWelfareFinancing_ChildTrends_March2021.pdf). Practitioners, policymakers, and child advocates are seeking solutions for how to both better protect children and manage these growing public costs (Ringel et al., 2018). Improving child welfare outcomes: Balancing investments in prevention and treatment. Rand health quarterly, 7(4)). Further, many extended families seek ways to keep children out of the "system" when parents are unable to care for their offspring (Lin, Children and Youth Services Review 93:203-216, 2018). A strategy used by all of these groups is the use of kinship care arrangements where extended family provides formal or informal care of children. Several important benefits are recognized from kinship care, including providing connections to family members, communities, and culture. Yet, little is known about how social-emotional supports could enhance kinship arrangements, and to date, no studies have systematically evaluated the costs of such supports. In this context, we conduct a cost analysis of such a program--known as social intelligence training.

We combined synchrotron-based near field infrared spectroscopy and atomic force microscopy to image the properties of ferroelastic domain walls in Sr3Sn2O7. Although frequency shifts at the walls are near the limit of our sensitivity, we can confirm semiconducting rather than metallic character and widths between 20 and 60 nm. The latter is significantly narrower than in other hybrid improper ferroelectrics like Ca3Ti2O7. We attribute this trend to the softer lattice in Sr3Sn2O7, which may enable the octahedral tilt and rotation order parameters to evolve more quickly across the wall without significantly increased strain. These findings are crucial for the understanding of phononic properties at interfaces and the development of domain wall-based devices.

COVID-19 is associated with increased risk for cognitive decline but very little is known regarding the neural mechanisms of this risk. We enrolled 49 adults (55% female, mean age = 30.7 ± 8.7), 25 with and 24 without a history of COVID-19 infection. We administered standardized tests of cognitive function and acquired brain connectivity data using MRI. The COVID-19 group demonstrated significantly lower cognitive function (W = 475, p

The Long-read RNA-Seq Genome Annotation Assessment Project Consortium was formed to evaluate the effectiveness of long-read approaches for transcriptome analysis. Using different protocols and sequencing platforms, the consortium generated over 427 million long-read sequences from complementary DNA and direct RNA datasets, encompassing human, mouse and manatee species. Developers utilized these data to address challenges in transcript isoform detection, quantification and de novo transcript detection. The study revealed that libraries with longer, more accurate sequences produce more accurate transcripts than those with increased read depth, whereas greater read depth improved quantification accuracy. In well-annotated genomes, tools based on reference sequences demonstrated the best performance. Incorporating additional orthogonal data and replicate samples is advised when aiming to detect rare and novel transcripts or using reference-free approaches. This collaborative study offers a benchmark for current practices and provides direction for future method development in transcriptome analysis.

Reading comprehension is the ultimate goal of learning to read, as the understanding of text is at the root of the purpose for reading, whether reading for pleasure or reading to learn. At-home reading practices can vary widely family to family -- some families have the knowledge and resources to read effectively with their children, while others have not been afforded the opportunity or knowledge to read with their children. The Advancing Comprehension and Engagement (ACE) Literacy Project is a free reading comprehension resource bringing the evidence-based Knowledge Acquisition & Transformation (KAT) Framework to families via podcast and video episodes in English and Spanish. The aim of the ACE Project is to help ameliorate access barriers to high-quality literacy resources for families by providing engaging, interactive episodes available on major platforms and accessible via cell phones, tablets, or computers. The present article describes the theoretical foundations underlying the ACE Project, details the methods used to develop ACE, describes the format followed in each episode, and discusses the pilot year of the project. Usage statistics are presented. Implications for the future of the ACE Project are discussed in light of initial data collection.

A substantial achievement gap between K-12 English learners (ELs) and non-ELs in science, technology, engineering, and mathematics (STEM) content areas exists, as indicated by national assessments of student outcomes. Considering the expected steady increase in students who are ELs in the U.S., determining methods for addressing this achievement gap is of immediate concern. Research has indicated this gap may be exacerbated by lack of adequate teacher preparation, specifically in STEM fields, to effectively teach students who are culturally and linguistically diverse (CLD). Founded in previous research about effective teacher preparation, the current case study pilots and reports on a model of early STEM preservice teacher training that integrates: knowledge of language development for ELs, early experiences with CLD learners, and professional development activities that guide the implementation of STEM pedagogical methods. Five STEM preservice teachers participated in a year-long supplemental training program focused on adapting STEM instruction for ELs. Components of the supplemental program included: (a) coursework extending teacher knowledge of EL language development, (b) fieldwork providing early exposure to research-based teaching experiences with EL students, and (c) professional development guiding the creation of hands-on STEM curriculum for diverse learners. Five secondary preservice teachers experienced increases in self-efficacy, growth in STEM instructional practices, and greater motivation for teaching in high-need schools. Results will inform educational models for improving STEM-EL teaching, thereby addressing a crucial need to serve the growing national population of underserved students.

We incorporated trauma-informed principles into the design of a synchronous, online Religion and Politics course and then evaluated impacts on student learning through qualitative methods. Using a novel approach, students self-evaluated their learning throughout the course in weekly reflections. Using content analysis and directed coding techniques, we analyzed students' reflection assessments for themes of trauma-informed principles: safety, trustworthiness, choice, collaboration, and empowerment. We found that students co-developed a sense of safety by engaging in respectful peer dialogue; established trustworthiness through self-disclosure of personal beliefs; collaborated with peers to develop a deeper understanding of course content; and acquired transferable skills through choice in assessments. In addition, students experienced empowerment by recognizing their growth in four primary areas: (1) their personal beliefs and perspectives; (2) their understanding of the course material; (3) their learning; and (4) their ability to use academic tools. Our findings extend and support existing research on the efficacy of trauma-informed practices; furthermore, our research suggests that incorporating trauma-informed principles into course design can support students in their learning as well as bolster their capacity to succeed in other areas inside and outside of the classroom (e.g., engaging in difficult conversations, seeking out support, using transferable skills in other contexts, applying course content to their own lives). Finally, our case study presents innovative approaches for assessing how students engage with trauma-informed course design.

The prevalence of autism spectrum disorder (ASD) has risen significantly in the past two decades. Unfortunately, there is a shortage of mental health providers who have specialized training in delivering evidenced-based services to this population. Early intensive behavioral intervention (EIBI) is an evidenced-based treatment recommended for toddlers with ASD, and school psychologists are uniquely positioned to help children with ASD receive it. However, many school psychologists do not receive adequate training in this subspecialty. This paper makes recommendations to school psychology training programs about how to add or improve training in this subspecialty based on the results of an Office of Special Education Programs grant-funded ASD training program which involved collaboration between a NASP-approved and APA-accredited school psychology training program and a community-based early intensive behavioral intervention (EIBI) clinic. The grant supported development of an interdisciplinary didactic and clinical training program to increase the ASD knowledge, skills, and competencies of school psychology graduate students, with the broader goals of developing a replicable training model and increasing the workforce of trained providers for this underserved population. Fifteen graduate students completed the training program. Outcomes related to trainee knowledge, skills, and competencies, trainee satisfaction, and lessons learned over time analyzed within a logic model that guided the project's development and execution can be informative for other school psychology programs undertaking training in this subspecialty.

Sexual dimorphism is common throughout the animal kingdom, leading to sex-specific phenotypic differences. The common whitetail skimmer dragonfly, Plathemis lydia (Drury, 1773), is sexually dichromatic, where males of this species display a conspicuous white abdomen and females display a dark brown abdomen. Differences in abdomen conspicuousness between male and female P. lydia are likely attributed to differences in selective pressure where males use their white conspicuous abdomen during male-male territorial chases. We hypothesized that male P. lydia would exhibit wing morphology adaptations to better offset the costs of predation and territoriality and that these adaptations would differ from females. We used field-collected images to quantify differences in body length, wing length, wing area, wing shape, and wing loading between male and female P. lydia. Our results show that male P. lydia have significantly shorter fore and hind wings relative to body size with a higher wing loading when compared to females. We also found that male P. lydia have narrower and pointier fore and hind wings compared to females. These results are consistent with the idea that males are adapted for faster flight, specifically higher acceleration capacity, and higher agility whereas females are adapted for higher maneuverability.